In this chapter, I examine two episodes of procedural teaching and learning.
The first, dancing, is framed as alitheia, and the second, cupping, is framed
as psemata. The discussion of each episode includes foreshadowing commentary, vignette, and interpretive commentary. This is followed by a
comparison of the two episodes, briefer descriptions of other procedural
episodes, and a summary, Those readers who would like to go directly to
the data will find transcripts of these episodes in Appendix E.

DANCING

Dancing is a key activity in many Greek religious events, as well as in
traditional celebrations and more modern outings to tavernas1 on weekends
and evenings. Weddings and baptisms are usually followed by large
celebrations that include food, wine, and dancing. The Easter celebration
usually includes dancing as well. Participants in dancing may include all
generations, from old people to very young children. To be considered a
good dancer, one must be able not only to follow the steps in circle dances
such as the kalamatiano, sirto, and tsamiko, but also to lead a circle (which
requires considerably more skill, self-confidence, and a certain air of savoir
faire) and to perform a solo dance called the zembekiko.

Tavernas are establishments that serve food, wine, and beer and also provide music (either
live or recorded) for dancing on weekends and special occasions. In Thessaly, they tend to be
located slightly outside of the major towns.

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